Greetings

Given: Six sentences describing daily actions, to be matched with six pictures.

Concept: We read each sentence carefully and think about what action is being described, then match it to the correct picture.

Matching (based on the actions described):

1. I comb my hair. → Match with the picture showing a child combing hair.
2. I see my teacher. → Match with the picture showing a child looking at/greeting a teacher.
3. I eat my food. → Match with the picture showing a child eating.
4. I hear the bell ring. → Match with the picture showing a child listening to a bell.
5. I walk to school. → Match with the picture showing a child walking with a school bag.
6. I play football. → Match with the picture showing a child playing football.

Key action words to remember: comb, see, eat, hear, walk, play.

Given: Capital and small letter pairs from G to P.

Concept: We practise writing each letter pair neatly, following the correct strokes.

Practise writing each pair as shown below:

$$Gg \quad Hh \quad Ii \quad Jj \quad Kk$$
$$Ll \quad Mm \quad Nn \quad Oo \quad Pp$$

Trace and write each letter carefully in your notebook:
- Gg — Capital G, then small g
- Hh — Capital H, then small h
- Ii — Capital I, then small i
- Jj — Capital J, then small j
- Kk — Capital K, then small k
- Ll — Capital L, then small l
- Mm — Capital M, then small m
- Nn — Capital N, then small n
- Oo — Capital O, then small o
- Pp — Capital P, then small p

Tip: Sing the ABC song while writing to remember the order of letters.

Given: Four letters — g, f, j, h — each with three pictures. We must find and circle the picture whose name begins with that letter sound.

Concept: We say each letter sound aloud and listen to the beginning (initial) sound of each picture's name.

(i) Letter: g
Say the sound: /g/ as in goat, girl, gate.
Circle the picture whose name starts with the /g/ sound.
*(Note: Since the actual images are not visible, circle the picture that begins with 'g' — for example, a goat or a gate.)*

(ii) Letter: f
Say the sound: /f/ as in fish, fan, frog.
Circle the picture whose name starts with the /f/ sound.
*(Circle the picture that begins with 'f' — for example, a fish or a fan.)*

(iii) Letter: j
Say the sound: /j/ as in jug, jar, jacket.
Circle the picture whose name starts with the /j/ sound.
*(Circle the picture that begins with 'j' — for example, a jug or a jar.)*

(iv) Letter: h
Say the sound: /h/ as in hat, hen, hand.
Circle the picture whose name starts with the /h/ sound.
*(Circle the picture that begins with 'h' — for example, a hat or a hen.)*

Remember: Always say the letter sound (not the letter name) and listen carefully to the first sound of each word.

Given: A picture showing children engaged in various activities.

Look at the picture carefully and count all the children shown.

Answer: (Count the children in the picture and write the number.) For example: There are many children in the picture. *(The exact number depends on the picture; students should count and write the correct number.)*

Given: A picture of children playing.

Look at the picture and name the games or activities the children are doing.

Answer: The children are playing games like running, jumping, hopping, and other outdoor games. *(Students should name the specific games shown in their picture.)*

Given: A personal question about the student's favourite game.

This is an open-ended question. Students should answer based on their own preference.

Sample Answer: My favourite game is cricket (or football / hide and seek / hopscotch). I love playing it with my friends.

Given: A picture where some children are doing activities other than playing games.

Look carefully at the children who are not playing and describe what they are doing.

Answer: Some children are talking, sitting, watching, or resting. *(Students should describe what they see in their specific picture.)*

Given: Five action sentences to be matched with five pictures.

Concept: Read each sentence, understand the action word (verb), and match it to the correct picture.

Matching:
1. They are dancing. → Match with the picture showing two or more people dancing.
2. She is jumping. → Match with the picture showing a girl jumping up in the air.
3. He is yawning. → Match with the picture showing a boy with his mouth wide open, yawning.
4. She is hopping. → Match with the picture showing a girl hopping on one foot.
5. They are walking. → Match with the picture showing two or more people walking.

Key action words: dancing, jumping, yawning, hopping, walking.

Given: Five action sentences with names/subjects to be matched with pictures.

Concept: Read each sentence, identify the subject and the action, and match to the correct picture.

Matching:
1. Seema is running. → Match with the picture showing a girl running fast.
2. Kumar is stretching. → Match with the picture showing a boy stretching his arms or body.
3. The dog is sleeping. → Match with the picture showing a dog lying down and sleeping.
4. Vittal is bending. → Match with the picture showing a boy bending forward or sideways.
5. The boy is skipping. → Match with the picture showing a boy skipping with a rope.

Key action words: running, stretching, sleeping, bending, skipping.

Given: Questions about the Hopscotch game experience.

These are personal reflection questions. Students answer based on their own experience.

Sample Answers:
- Did you jump? Yes, I jumped in the boxes.
- Did you hop? Yes, I hopped on one foot.
- Did you have fun? Yes, I had a lot of fun!
- Did you count the numbers while playing? Yes, I counted from 1 to 7 while playing.

Remember: In Hopscotch, you start at 1 and jump/hop till 7, then turn around and come back. If your foot goes outside the box, you are out!

Given: A picture showing children/people doing different actions. Word box: dance, hop, skip, sleep, bend, jump, eat.

Concept: Look at each part of the picture, identify the action being shown, and write the correct word from the box.

Instructions for students:
Look at each figure in the picture carefully. Match the action shown with one of the words given in the box and write it in the correct blank.

Word meanings to help you:
- dance — moving body to music
- hop — jumping on one foot
- skip — jumping with a rope or light jumping steps
- sleep — lying down with eyes closed
- bend — bowing the body forward or sideways
- jump — leaping up with both feet
- eat — putting food in the mouth

*(Write the correct word below or beside each picture based on the action shown.)*

Given: Nine words with a missing vowel letter. We must identify the correct vowel to complete each word.

Concept: Short vowel sounds — a, e, i, o, u — fill the blank to make a real word that matches the picture.

Answers:

1. p__n → pan (p-a-n) — a cooking pan
2. c__t → cat (c-a-t) — an animal
3. d__g → dog (d-o-g) — an animal
4. t__n → tin (t-i-n) — a tin container
5. st__r → star (s-t-a-r) — a star in the sky
6. b__s → bus (b-u-s) — a vehicle
7. sh__p → ship (s-h-i-p) — a large boat
8. j__g → jug (j-u-g) — a container for water
9. f__x → fox (f-o-x) — an animal

Tip: Say the word aloud and listen to the middle sound — that is the missing vowel!

Given: Three words — cap, mouse, mango.

Concept: We listen to the first (initial) sound of each word.
- cap → starts with /k/ sound (letter c)
- mouse → starts with /m/ sound (letter m)
- mango → starts with /m/ sound (letter m)

Odd one out: cap

Reason: 'mouse' and 'mango' both begin with the /m/ sound, but 'cap' begins with the /k/ sound. So 'cap' is the odd one out.

Given: Three words — lion, lamp, hand.

Concept: We listen to the first (initial) sound of each word.
- lion → starts with /l/ sound
- lamp → starts with /l/ sound
- hand → starts with /h/ sound

Odd one out: hand

Reason: 'lion' and 'lamp' both begin with the /l/ sound, but 'hand' begins with the /h/ sound. So 'hand' is the odd one out.

Given: Three words — nest, six, nine.

Concept: We listen to the first (initial) sound of each word.
- nest → starts with /n/ sound
- six → starts with /s/ sound
- nine → starts with /n/ sound

Odd one out: six

Reason: 'nest' and 'nine' both begin with the /n/ sound, but 'six' begins with the /s/ sound. So 'six' is the odd one out.

Given: Two fun activity challenges.

These are activity-based tasks. Students try them and observe.

Activity 1 — Turning pages without hands:
Try to turn the pages of your book using only your nose, chin, or by blowing air. This is a fun challenge that tests your creativity!

Activity 2 — Blinking contest:
Sit facing your partner. Both of you open your eyes wide and stare at each other. The one who blinks first is out! This tests how long you can keep your eyes open without blinking.

What we learn: These activities help us understand how we use our body parts and senses in everyday life.

Given: Capital and small letter pairs from Q to Z.

Concept: Practise writing each letter pair neatly, following the correct strokes.

Practise writing each pair as shown below:

$$Qq \quad Rr \quad Ss \quad Tt \quad Uu$$
$$Vv \quad Ww \quad Xx \quad Yy \quad Zz$$

Trace and write each letter carefully in your notebook:
- Qq — Capital Q, then small q
- Rr — Capital R, then small r
- Ss — Capital S, then small s
- Tt — Capital T, then small t
- Uu — Capital U, then small u
- Vv — Capital V, then small v
- Ww — Capital W, then small w
- Xx — Capital X, then small x
- Yy — Capital Y, then small y
- Zz — Capital Z, then small z

Tip: Sing the ABC song while writing to remember the order of letters.